Saxmundham Primary School

Inspection of Saxmundham Primary School Brook Farm Road, Saxmundham, Suffolk IP17 1XQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The headteacher of this school is Magen Box. This school is part of East Anglian Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Angelo Goduti, and overseen by a board of trustees, chaired by Stella Mackenzie. There is also a deputy CEO, Cheryl Singleton and two executive headteachers: James Ratcliffe and Helen Murray, who are responsible for this school. 23–24 April 2024

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What is it like to attend this school?

Pupils at Saxmundham Primary school feel happy and safe. Pupils are proud of their school values. They are respectful and kind to each other. Pupils know the school rules and consequences for poor behaviour. Pupils like the fair use of these rules. The school understands that many pupils and their families face wider challenges in everyday life. Leaders are quick to support pupils if they need extra help. They make sure that learning in mathematics and English is prioritised so that pupils achieve well.

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What is it like to attend this school?

Pupils know who to talk to if they have a worry or concern. Well trained adults support pupils’ emotional well-being. Pupils learn how to stay safe online and keep themselves mentally and physically well. Pupils appreciate the encouragement from teachers when they take part in sporting activities.

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What is it like to attend this school?

Pupils learn to be kind and helpful citizens. Pupils act as a ‘buddy’ for younger children. Pupils take their responsibilities seriously. They are proud of their involvement in the community newsletter and fund-raising events. Pupils enjoy a wide range of trips that broaden their horizons.

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What is it like to attend this school?

Pupils with special educational needs and/or disabilities (SEND) take part in all aspects of school life and work well alongside their peers. Pupils like the range of clubs available that extend their sporting interests.

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better?

By the end of Year 6 pupils are well-prepared for secondary school. They achieve in line with others nationally in English and mathematics. Leaders take decisive and effective approaches to support disadvantaged pupils to achieve well. They are determined that every child will become a fluent reader. Enjoying stories and learning to read is a priority from the moment children join the school. The school is ambitious for the pupils with SEND that attend the school. This means all pupils access learning across the broad and ambitious curriculum that is set out.

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better?

The school has a systematic approach to teaching phonics that begins in Reception. Lessons are taught by well trained staff. Children learn and remember new sounds with confidence. Pupils practise reading daily. Pupils who are at risk of falling behind are identified quickly. They have extra practise and support to help them catch up well. The school make sure that reading books are matched to the sounds and words that pupils already know. This helps pupils read accurately and fluently. Pupils develop a love of reading. They are motivated to read a lot because leaders purchase books that harness their interests.

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better?

Pupils are keen to learn and do well. They like the practical activities and experiences that complement learning, such as visits to a castle and the local library. In some subjects, pupils are not supported to revisit prior learning before moving on 23–24 April 2024

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to the next unit of work. This means that pupils tend to remember the activity rather than the key information they will need to integrate into new learning. There are some lessons where pupils understanding is not checked carefully by staff. When this happens, pupils move on to new learning before they are ready.

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Children in the early years enjoy a range of activities that helps their learning. New children settle quickly. Adults help children to become independent, for example showing them how to put on their apron ready for painting. They introduce new words and model correct sentence structure. This helps develop good communication and language skills. Children develop friendships and play together well. Adults guide them to take turns and respect each other. Children learn about nature and are excited by the caterpillars they rear in class. They join in singing and counting rhymes. There are some instances when Reception children are asked to try new activities which they do not understand. This is because planned activities rely on knowledge and skills that children have not yet learned.

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Attendance is high priority for leaders. Attendance rates are checked routinely. The school contacts families as soon as pupil attendance drops below 98%. Tailored support for pupils with low attendance rates and persistent absenteeism is effective and leads to improvement in pupils’ attendance.

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The school supports pupils’ personal development well through the curriculum. Trips and visits to places beyond the local community broaden pupils’ horizons. Pupils develop economic understanding. They develop confidence and character by applying for roles on the school council or to be a prefect. Pupils show sensitivity, understanding and respect for different views and beliefs.

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Leaders know the school well. Strategic decisions are pertinent and improve the school further. Staff appreciate the training they have and feel well supported by leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, pupils are not supported to revisit prior learning and their understanding is not always checked before new knowledge is introduced. This means that some pupils do not remember key knowledge they have been taught previously. The school should ensure pupils understanding is checked as well as it is in English and mathematics and that pupils have sufficient time to revisit prior learning before moving on to new concepts. 23–24 April 2024

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 In the early years, there are times when Reception children are asked to try new activities that they do not understand. This is because activity choices take the focus away from the intended learning and rely on knowledge and skills children have not yet learned. Leaders must ensure that the curriculum builds on what children already know and can do, towards cumulatively sufficient knowledge that enables children to access new learning.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 23–24 April 2024

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School details

Date(s) of previous inspection 19 – 20 October 2022, under section 8 of the Education Act 2005

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Information about this school

 Saxmundham primary school is part of East Anglian Schools Trust.  The school makes use of 2 alternative providers.  The school runs breakfast and after-school club.

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Information about this inspection

The inspector(s) carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school's education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 23–24 April 2024

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 The inspectors met with the head teacher, Executive head teachers, subject leaders, the school SENDco, teachers, representative from the local governing board, relevant trust leaders and chief executive officer.  The inspectors carried out deep dives into these subjects: early reading, maths, music and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also spoke to leaders about the curriculum in some other subjects and looked a sample of pupils work across year groups and observed pupils reading.  The lead inspector reviewed information on the school’s website, including school policies and information about the curriculum.  To evaluate the effectiveness of safeguarding, the inspector/inspectors: reviewed the single central record; took account of the views of leaders, and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed the school’s behaviour and attendance records. The inspector observed pupils’ behaviour in lessons and at breaktimes.

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Inspection team

Mireille MacRaild, lead inspector His Majesty's Inspector

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Inspection team

Emma Davies Ofsted Inspector 23–24 April 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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